Describes the many kinds of materials that English teachers can draw upon to enrich and expand students' experiences with literature. Outlines ancillary materials used to supplement the study of William Shakespeare's "Julius Caesar." (HB)

Discusses the novel "Frankenstein" by Mary Shelley and how it might be used in secondary English classes as a means of investigating contemporary issues of technology and morality. Describes how one teacher asked students to identify a social issue from the novel and investigate it in today's news media. (HB)

Describes the methods by which one teacher prepared eighth-grade language arts students for the Florida Writing Assessment exam. Considers the pros and cons of such activities. Advocates activities in which students are asked to evaluate each other's writing. (HB)

Asserts that professional writing belongs on equal footing with other courses in the college English curriculum. Proposes reforms for the integration of professional writing into the English curriculum. Focuses on particular issues that must be confronted and gives practical steps to take in achieving such reforms. (HB)

Presents an annotated bibliography of 154 writing textbooks published or reissued in 1994. Includes sections covering developmental and ESL writing texts, first-year writing texts, advanced writing texts, and professional texts. (HB)

Outlines a method of using Charles Dickens' novel "Great Expectations" as a part of a history unit covering Victorian England. Shows how history instructors might use the book and the film version to broaden student views of reading. (HB)

Analyzes the nature of the complexity of student writers of narrative in secondary schools. Focuses on the affective development and the narrative structure of student writing. Provides a framework based on structuralist theory resulting in a detailed insight into the achievements of student writers of narrative. (HB)

Provides the responses of five practicing English teachers to the question, "What has been the most significant impact of computer technology on your teaching?" (HB)

Gives responses of four practicing teachers to the question, "What book is best for presenting a realistic picture of contemporary life in rural America?" Provides citations, summaries, and overviews of the works. (HB)

Reviews and critiques three current software products which function as encyclopedias for the computer. Provides publication information and detailed analysis of the programs. (HB)

Argues that medieval popular literacy can provide a crucial link for understanding alternative literacies. Claims that medieval practices explain some contemporary literacy practices, especially those outside the academy. (HB)

Describes the activities in a student-centered advanced-placement English classroom, specifically methods used to foster discussion. Shows how student journals aid in generating discussion of literary works. Provides numerous concrete methods for fostering discussion. (HB)

Gives responses of six practicing teachers to the question, "Who is your favorite writer of science fiction or fantasy?" Provides citations, plot summaries, and/or thematic overviews of some of the authors' works. (HB)

Sketches a scenario describing the possible future of English studies in the United States. Discusses the sources of division and anger within the profession. Considers the obstacles that impede healthy professional conversations within departments. (HB)

Identifies the ideas of the good that organize the professional lives of English college faculty. Discusses how these ideas should help faculty to constitute their departments, colleagues, and students. Applies insights from Aristotle's "Rhetoric" to departmental discussions. (HB)